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Abstract
This quantitative (quasi-experimental design) study examined the effect of case-based learning (CBL) in an online environment on preservice teachers' culturally responsive classroom management self-efficacy (CRCMSE). The Culturally Responsive Classroom Management Self-Efficacy Scale was administered as a pre- and posttest to 42 undergraduate students (experimental group) and 11 master of arts in teaching students (control group), all seeking initial licensure and enrolled in parallel classroom management courses. The experimental group engaged in CBL throughout their course. Pre- and posttest scores were used to conduct statistical analysis. Results from the analysis of covariance show that the CBL intervention statistically significantly increased participants' CRCMSE. The experimental group reported increased CRCMSE regarding communicating with parents from diverse backgrounds, applying culturally responsive strategies to minimize classroom management issues, and managing student interactions confidently.
Introduction
Developing a predominantly White teaching force's cultural responsiveness is a persistent imperative in teacher education. According to the National Center for Education Statistics (NCES; 2019a, 2020), 80% of public school teachers in 2018 were White, while the diversity of students in P-12 classrooms continues to rise (NCES, 2022). Caldera et al. (2019) noted that, traditionally, classroom management courses have been presented as "culturally neutral, without recognition that this framing is guided by the norms and expectations of mainstream, middle class, European-American culture" (p. 343). However, many scholars have argued that if preservice teachers fail to develop a culturally responsive lens and recognize their implicit biases, they will enter the field ill equipped to navigate student interactions in a manner that is respectful and culturally affirming to students (Brown, 2003 , 2004; Caldera et al., 2019; Evertson et al., 1983; Gay, 2018; Leath et al., 2019; Weinstein et al., 2004). Furthermore, the systemic pervasiveness of White, middle-class behavioral norms in schools has contributed to harsher disciplinary practices for students of color; Black and Latinx students are disproportionately more likely to be retained in a lower grade, suspended, and expelled than their White counterparts (Bryan, 2017; Leath et al., 2019; NCES, 2019b).
These disciplinary consequences often result from misunderstandings stemming from differences between the students' and teachers' cultural backgrounds (Amemiya et al., 2020; Bryan, 2020; Cruz et al., 2021). Here, White, middle-class behavioral norms encompass classroom behaviors that include Whiteness-influenced allegiance to the rules and order...